It’s week five of the Classroom SOLSC! If you aren’t participating with your students but would like to support our student bloggers with comments, we welcome your support! Students are working so hard this month and comments are very motivating. Just click on the Padlet and select a class to read and respond to! This week we are talking about keeping the enthusiasm going in our second week of the challenge.
It’s Week 3 of the Classroom SOLSC! If you aren’t participating with your students but would like to support our student bloggers with comments, we welcome your support! Students are working so hard this month and comments are very motivating. Just click on the Padlet and select a class to read and respond to! This week we are talking about keeping the enthusiasm going in our second week of the challenge.
Fred Rogers says, “Transitions are almost always signs of growth.”
It’s Week 3 of the Classroom SOLSC! If you aren’t participating with your students but would like to support our student bloggers with comments, we welcome your support! Students are working so hard this month and comments are very motivating. Just click on the Padlet and select a class to read and respond to! This week we are talking about keeping the enthusiasm going in our second week of the challenge.
As we work interactively with our students to compose a digital message, we share the keyboard. This time is instructional, authentic and explicit. The message composed and how it is composed comes from the students and holds value to the community of writers.
With an intentional plan and gradual release, you and your class can have an amazing month of blogging! Here are a few tips the teachers and I are using to get bloggers prepared and excited!
I remember when I started blogging with my first graders, I dove right in without a thought! Despite my lack of preparedness I never looked back. Blogging inspired and connected my students in ways I never imagined. I know you’ll find the same joy in blogging!
I want to see others first and I want to see everyone for who they are and how they want to be seen.
Whether students choose to express themselves in the form of writing prose, poetry or creating a video, the choice belongs to the writer.
So here we are in January! The year is flying by, but don’t fret, it’s not too late to relish new possibilities and embark on a something that’s been nagging you!
The three seeds I offer can be done without planning, and promise to inspire the writers in your room. So, no matter how busy we get, we can be sure we are doing great things for the writers in our classrooms!
Fast forward, ten months and today I offer you another powerful tool for today’s multimedia writer.
I found myself thinking about my classroom experiences, wondering how I might be able to help teachers get started and just as I started feeling overwhelmed… I heard these words…
As we set off to create writers who write in tandem with the printed world and the digital world there are a few we need to consider.
Writers pause to notice the obvious and obscure moments in life. They preserve their memories in their notebooks by jotting words, tucking away photographs, ticket stubs, and other items that have left an… Continue reading
I am a writer and a teacher of writing. I have experienced the pivotal role ownership has on my writing and my willingness to write. As teachers of writing, we have the opportunity to give the students in our classrooms the license of ownership over their writing.
When we know the purpose or the why in our work we work intentionally. As teachers, knowing our writers are working with intention allows us to trust the students. With trust, we can step back and allow students to make the decisions about their writing.
The decisions I make from the classroom library to family connections are intentional and responsive to building a community of writers and learning about the students who make up this community.
WRITE a slice of life story on your own blog. SHARE a link to your post in the comments section. GIVE comments to at least three other SOLS bloggers. … Continue reading
Teaching students to take the risks necessary to be inventive spellers means I have to respect the stage of development of the student. I can’t expect the students to know (or use) something I haven’t taught. It also means communicating to parents about what it means to use inventive spelling and its role in developing writers and readers.
